10 Dec 2020 Celebration of International Anti-corruption Day in Balkh, Faryab and Badakhshan Provinces The General Assembly of the United nations adopted the United… Read more
09 Nov 2020 Government Budgeting and COVID-19 – Advocacy Meeting with Ministry of Finance On November 9, 2020 an advocacy meeting was held with… Read more
03 Nov 2020 On Shaky Grounds – COVID-19, Peace Process, and Development This brief is based on a research paper prepared by… Read more
24 Sep 2020 Monitoring Government’s Response to COVID-19 in Nangarhar, Laghman and Kunar On August 25, 2020, the National Advocacy Committee for Public… Read more
Education and Anti-corruption: A Case Study On 18 Feb 2018 By: Admin No Comment 606 views Download Afghanistan continues to be ranked as one of the top ten most corrupt countries in the world.1 Methods to fight corruption are increasingly being considered in development and capacity building programming in Afghanistan and other contexts. However, to date there have been very few attempts to integrate anti-corruption in education curricula, particularly in early and mid-level education. Anti-corruption values and attitudes introduced at an early age are likely to pay dividends in the long run with the emergence of a new generation of anti-corruption citizens who stand against corrupt social behavior based on a new set of values and principles. Indeed, this argument has been put forth by the United Nations Office on Drugs and Crime (UNODC) and taken up through the Anti-Corruption Academic Initiative (ACAD), launched in May 2011 by UNODC in Boston with the Organization for Economic Cooperation and Development (OECD), Northeastern University in Boston, and the International Bar Association.